探討50+在職熟齡女性族群學習需求之誘發動力研究

本研究旨在探討新熟齡在職女性終身學習之誘發動力，持續後半人生的生涯精進，研究透過六位在職熟齡女性的深度訪談來做個案研究，找出生命過程中經由學習來轉變的誘因及面臨的困難，並提供問題解決之相關建議。研究是從在職熟齡女性的學習心路歷程、生活背景及阻力中，找出學習誘因，女性過了50歲，由於生活型態改變，家庭成員的成長；或職場工作需要轉變，昇遷或更換工作；亦或個人成就等因素，而中斷學習，此研究讓我們看到再次學習對她們持續成長的必要，若能積極規畫學習課程，保持自己在職場上的競爭力和生活中不與社會關係有斷鍊，是本研究之目的。惟終身學習的動力不甚相同，面臨的問題也不同，研究發現她們都有學習的意願及動機，在職熟齡女性願意再次投入學習的動機，主要是對學習的價值或是對成功的期望而定。也就是說當學習者期望自己能夠成功完成任務，且這學習任務是可以有有形或無形的價值反饋時，她們願意主動投入及堅持與努力學習的接受度也會增強，或許只要一個讓她們可以成功轉變的觸媒，就可燃起學習的渴望。研究結果顯示，1.學習成效影響持續學習的動機，之前的學習經驗所帶來的學習成效會影響日後學習的動力，是以好的學習經驗很重要；2.長期的學習歷程對在職熟齡女性的改變較顯著，短期的學習成效來得快去得也快，學制型的長期學習，不僅課程豐富，學養紮實，人際關係也得以培養，學習效果強；3. 市場上少有針對在職熟齡女性設計的課程，現況看到，並無特別針對在職熟齡女性規劃的課程設計與課程時間安排，本文最後根據上述現況提供建議，以鼓勵更多在職熟齡女性參與終身學習。

關鍵字

在職熟齡女性；終身學習；學習誘因；服務研習

並列摘要

This study examines the motivation and momentum in learning requirement of working women at age of 50+ to find ways to improve their life. Based on the in-depth interviews with six working women at that age, the case study explores their personal life to find the changes and difficulties from learning in order to provide suggestion of problem solutions. This study found the motivation of learning via the mental journey, life background and the resistance to learn of aged working women. Because of the lifestyle changed from single to married, from one job to another, for the family care or the personal achievement, aged women interrupt learning. The research shows us the necessity of learning for their growing. The purpose of this study is to show them that keep learning is the key to keep the professional competitiveness and social connections. Although the momentums and problems are different in aged working women lifelong learning, this study found they all be motivated and willing to learn. The reason for working women at age of 50+ to learn again depends on the value of learning and the expecting on success. In other words, when the learner believes the mission of learning will be successfully completed and the tangible or invisible value will feedback from that mission, the acceptance of persistence on diligent learning will be enhanced. Perhaps catalysts which can make them transform successful light up the spark of learning. This study shows: (a) the effectiveness of learning impacts the motivation of learning. The good learning experience makes following learning happen, so what she has been through is important. (b) long-term learning process plays significant role on the change of aged working women. The effect of short-term learning is coming fast and gone fast also. The long-term learning in school system has rich courses and solid learning which produces strong learning effect and grows better interpersonal relationship than short-term learning. (c) It is rare in the market which provides specific courses for working aged women in terms of course design and timing arrangement. The suggestions are provided at last to encourage more aged working women participate life-long learning.